(SKKN 2022) how mind mapping method help students in class 10c1 at thach thanh 3 high school improve speaking and presentation skills

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT THẠCH THÀNH 3 SÁNG KIẾN KINH NGHIỆM HOW MIND MAPPING METHOD HELP STUDENTS IN CLASS 10C1 AT THACH THANH 3 HIGH SCHOOL IMPROVE SPEAKING AND PRE

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT THẠCH THÀNH 3

SÁNG KIẾN KINH NGHIỆM

HOW MIND MAPPING METHOD HELP STUDENTS IN CLASS 10C1 AT THACH THANH 3 HIGH SCHOOL IMPROVE SPEAKING AND PRESENTATION SKILLS

Người thực hiện: Hoàng Thị Quỳnh Chức vụ: Giáo viên

SKKN thuộc môn: Tiếng Anh

THANH HOÁ, NĂM 2022

CONTENT Page I Introduction …… 2

1.1 Reason for the research……… ….… 2

1.2 Purpose for the research……….….… 3

1.3 Scope of the research……… ….….…3

1.4 Method of the research……… ….….…3

II Content of the research……… … …….…… …4

2.1 Theoretical basis……… ……….…….….4

2.2 The reality of the problem……….…….….5

2.3 Solution and organization of implementation……… … 5

2.3.1 What is Mind Mapping? ….…5

2.3.2 Some advantages of using mind mapping in speaking and presentation skills ….…6

2.3.3 How to draw a mind map … …7

2.3.4 Preparation before drawing a mind mapping … …7

2.3.5 Examples … …7

2.4 The effect of the research on educational activities, myself, colleagues and school……….……… … 14

2.4.1 The survey results before applying mind map method …….……14

2.4.2 The survey results after applying mind map method …….…… 15

III Conclusion and recommendation ……….…….16

3.1 Conclusion……….… …….16

3.2 Recommendation……… ……….…… 17

Abbreviation:……… ……… 18

Reference: ……… … ……….19

Danh mục các sáng kiến kinh nghiệm đã được Hội đồng SKKN ngành Giáo dục và Đào tạo Huyện, Tỉnh và các cấp cao hơn xếp loại từ C trở lên………20

I Introduction

I.1 Reason for the research

English is a compulsory subject from grade three to twelve It is not only

a subject but also helps students form and develop ability to communicate inEnglish, this helps students work more effectively and learn other subjectsbetter Moreover, English helps students know more about the other cultures,countries, information and technologies in the world

For Vietnam, the country is on the track of development and internationalintegration in the process of industrialization and modernization, foreignlanguages in general and English in particular are increasingly affirming theimportance of them and being promoted in work In this language training,learning English communication is considered an effective and importanteducational option for all ages

There are four skills that learners should be master in English arespeaking, reading, writing and listening skills Besides these skills, we also havepronunciation, grammar, vocabulary, and presentation To improve writing,listening, reading, grammar and vocabulary learners should practice them everyday by studying structures and new words, listening through radio, YouTube orcassette

In my opinion, speaking and presentation skills are the most importantskills in English The ultimate aim of an English learner is to be able tocommunicate, because communication is an essential demand when learning aforeign language, not based on correct grammar on the page Moreover, theseskills are important because they convey the thoughts of the speaker to others.These are significant skills but students in class 10C1 didn’t care much aboutthem In speaking lesson, I extremely felt difficult to encourage studentsspeaking with each other When I asked my students: “What is your favoriteskill in English?” They said that grammar was their favorite skill to learn,because it was based on syntax and morphology Speaking and presentationskills didn’t help them in examinations I was really shocked because nowadayspeople are more concentrated on communicating

Recognizing the significance of speaking and presentation skills and thestudents’ neglect, I made up my mind to change their opinion about theirspeaking skill and used new method in teaching

After refencing from books, websites, YouTube, and my colleagues I decided touse Mind Mapping Method in teaching speaking and presentation

1.2 Purpose for the research

According to “The Secondary Education – The English Program”,(Promulgated together with Circular No 32/2018 / TT-BGDĐT, December 26,

2018 of the Minister of Education and Training)

After finishing The High School Education, students are able to:

- Use English as a communicative tool through the four skills of listening,speaking, reading, and writing Students can meet the requirement and practicalcommunication on familiar topics related to school, fun activities, leisures,professions…

- Continue to form and develop basic knowledge of English including phonetics,vocabulary, grammar; through English, students have a deeper understanding ofthe countries, people, cultures of English-speaking countries and other countries

in the world, understand and respect the diversity of cultures, at the same time,initially reflect the values of Vietnamese culture in English…

- After completing High School English, students can achieve Level 3 English

of the 6-level Vietnamese Standardized Test of English Proficiency They candescribe experiences, events, dreams, hopes, and ambitions, and can briefly statereasons, explanations, opinions, and plans This means that students must speakEnglish quite fluently

In contrast, I found that my students in Class 10C1 didn’t focus on speakingand presentation skills For these reasons, I applied Mind Mapping in teachingspeaking lesson I hoped that I could change their mind about speaking skill,improve their pronunciation, help them to be more confident when speaking infront of others, present fluently and logically and use nonverbal language in anatural way

1.3 Scope of the research

This method is used for all the students in Class 10C1 at Thach Thanh 3High School For a time learning and using this method they can be confident inspeaking, build ideas before speaking, and speak logically

Further results, students can communicate, discuss with other people withouttaking so long time to think They can use Mind Mapping as a method whenthey want to take part in some examinations such as: IELTS, VSTEP, TOEFL,TOIEC…

1.4 Method of the research

- Reference a lot of documents from the books, internet, websites …

- Observation method: Learn from my colleagues’ experience and myself inteaching, attend their classes to figure out the difficulties and benefits thatstudent are able gain

- Exchange and discussion: ask my colleagues who used this method in teachingand discuss the advantages and disadvantages of this method

- Practicing method: practice teaching this method in speaking lesson or postreading, listening or writing part

- Investigative method: based on the student’s products after each lesson whichare Mind Mapping on the papers, some videos when they present, introduceabout their products

II Content of the research

2.1 Theoretical basic

As we’ve known, English is the most common language of the world andplays an important role in today's technology era As declared, there are morethan 400 million native speakers and more than 1.6 billion people who considerEnglish as a second language, classified as a language system in many fieldssuch as politics, diplomacy, economy, tourism,…, it’s the method ofinternational communication and connection There are many reasons to startlearning English such as study, work, or personal preference Although this is animportant and necessary skill, the reality shows that students are not veryenthusiastic about learning this skill They only study a little bit because theythink there are only 2 communication questions in the exam Based on realityand student’s thought, I would like to choose this research to:

- Improve communicative and presentation skills: You can use language

to express your ideas, emotions, and thoughts, say things you can't describe,improve your body language, improvise, and create sympathy for foreigners.Besides, practicing speaking and presentation skills help you to be confidentwhen speaking in front of a crowd Good communication skills make you proud

of your achievements to everyone around you

- Make many new friends: Nowadays, there are more and more socialnetworks, so speaking English will increase your chances of finding andexpanding your friendships

- Increase confidence in communication: Anxiety, shy and fear are thebiggest barriers when learning to speak and present Using the Mind Mappingmethod and giving presentations forces you to open your heart often, break

2.2 The reality of the problem

In modern society where people more and more focus on communicatingskill, they spend a great deal of money on studying it They go to the Englishclubs, or some famous places in Ha Noi, Ho Chi Minh City or anywhere wherehave native speakers They even become a free tour guide to take any chances totalk, express ideas and improve pronunciation While the students in class 10C1only want to learn grammar or some structures to do the exams There are onlyfew students who wish to learn all the skills Nevertheless, in Thach Thanh 3High School, almost students are ethnic minorities, and they have difficulteconomic conditions There is no English club, no internet and they hardly everhave a chance to practice speaking Finally, I chose the topic “How MindMapping method can help students in Class 10C1 at Thach Thanh 3 HighSchool improve speaking and presentation skills”

2.3 Solution and organization of implementation

2.3.1 What is Mind Mapping?

“A mind map, was invented by Tony Buzan, is a diagram used to

visually organize information in a hierarchy, showing relationships amongpieces of the whole It is often created around a single concept, drawn as animage in the center of a blank page, to which associated representations of ideassuch as images, words and parts of words are added Major ideas are connecteddirectly to the central concept, and other ideas branch out from those majorideas.”[1]

(From Wikipedia.)

Let’s see a sample structure of a mind map

- Linking information together in a systematic way: this is very good forthe brain, which can help you remember a lot of information, related imagesquickly and scientifically.

- Stimulating the brain to think: the process of building a beautiful mindmap will require your brain to apply a lot of knowledge from how to shape theinformation in text, how to represent it with symbols, and use colors and how tolink the components in the diagrams stimulates your brain to analyzeinformation

- Improving the quality of work and study: mind maps (whether in theprocess of drawing or having been built) stimulate you to brainstorm, help yourbrain to think smarter, this is great for improving the quality, performance ofyour work and study

- Stimulating the brain's creativity: brainstorming should show how thebest mind map is, how to use colors, how to use images, which symbols areappropriate, these things will stimulate you to be bright Being more creative,more flexible

2.3.3 How to draw a mind map

Step 1 Identify your main word of topic

Step 2 Center and circle the map with your main topic

Step 3 Branch other important ideas from the main idea.

Step 4 Support the important ideas with key information

Step 5 Make your mind map become more beautiful by adding some pictures

Source: Students’ product

2.3.4 Preparation before drawing a mind mapping

a Paper: (size A4 or bigger): Students should use paper without lines

b Colour pencils: Color helps the mind mapping to be more vivid, visualstimulation and the brain can work better

c Materials of the topic: they could be books, important contents or themes…

d Overview: Before making a Mind Map, teacher should require the studentstalk about their ideas, how are they going to write, draw and talk? Ask students

to discuss carefully with each other

2.3.5 Examples

2.3.5.1 Unit 5: Information and technology

Lesson 2: Speaking

Task 4: Talk about the uses of information technology

Before making a mind map

- Teacher asks students think and take note about the uses of informationtechnology using the cues of Task 1,2,3

- Teacher lets students 5 minutes draw their mind maps

While making a mind map

- Teacher walks around and helps students if they need

Post making a mind map

- Each group goes to the board, look at the mind map and present about thetopic

- Students give comments and then teacher gives feedback

Source: Students’ product

2.3.5.2 Unit 7: The mass media

Lesson 2: Speaking

Task 3: Talk about different types of the mass media

Before making a mind map

- Teacher asks students think and take note about the different types of massmedia using the cues of Task 1,2

- Teacher lets students 7 minutes draw their mind maps

While making a mind mapping

- Teacher walks around and helps students if they need

Post making a mind mapping

- Each group goes to the board, look at the mind mapping and present aboutthem

- Teacher asks students listen and then give comments

- Teacher gives feedback and mark

Source: Students’ product

2.3.5.3 Unit 9: Undersea world

Lesson 3: Listening

After you listen: Talk about whales, using the cues

Before making a mind map

- Teacher asks students to build a mind map about the whales after having theinformation in task 1,2

- Teacher elicits by giving the cues

+ Their length and weight

+ Their feeding grounds and food

+ The reasons for protecting whales

While making a mind map

- Teacher lets students 5 minutes draw their mind maps

- Teacher walks around and helps students if they need

Post making a mind map

- Each group goes to the board, look at the mind map and present about it

- Teacher asks students listen and then give comments

- Teacher gives feedback and mark

Source: Students’ product

2.3.5.4 Unit 10: Conservation

Lesson 2: Speaking

Task 2: Discuss the advantages and disadvantages of zoo of new kinds

Before making a mind map

- After learning task 1, 2 and having the general ideas about the new kind ofzoo, students take note and discuss about it

- Teacher elicits by giving the cues

+ the conditions the animals are in

+ the money spent on reconstructions of the animals' natural environment+ the animals that people can visit

+ the dangers that keepers may have

While making a mind map

- Teacher lets students 8 minutes draw their mind maps

- Teacher walks around and helps students if they need

Post making a mind map

- Two students in each group goes to the board discuss about the topic usingthe information in the mind map

- Teacher asks students listen and then give comments

- Teacher gives feedback and mark